Ia - Carpentry - Preparing Stakeout Building Lines

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INDUSTRIAL ARTS:

CARPENTRY

(PREPARING STAKEOUT

BUILDING LINES)Learner’s Material

Department of Education

Republic of the Philippines

This instructional material was collaboratively

developed and reviewed by educators from public

and private schools, colleges, and/or universities. We

encourage teachers and other education stakeholders

to email their feedback, comments, and

recommendations to the Department of Education at

[email protected].

We value your feedback and recommendations.

mailto:[email protected]





Technology & Livelihood Education – Grade 9

Industrial Arts: Carpentry - (Preparing Stakeout Building Lines)

Learner’s Material

First Edition, 2014

Republic Act 8293, section 176 states that: No copyright shall subsist in any work

of the Government of the Philippines. However, prior approval of the government agency oroffice wherein the work is created shall be necessary for exploitation of such work for profit.

Such agency or office may, among other things, impose as a condition the payment of

royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,

trademarks, etc.) included in this book are owned by their respective copyright holders.

Every effort has been exerted to locate and seek permission to use these materials from

their respective copyright owners. The publisher and authors do not represent nor claim

ownership over them.

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC

Undersecretary: Dina S. Ocampo, Ph.D.

Department of Education-Instructional Materials Council Secretariat

(DepEd-IMCS)

Office Address: 5th Floor Mabini Building, DepEd Complex

Meralco Avenue, Pasig City

Philippines 1600

Telefax: (02) 634-1054 or 634-1072

E-mail Address: [email protected]

Development Team of the Learner’s Material

Consultant: Rosendo R. Rafael, Howard Mark N. Pleteand Clodualdo V. Paiton

Authors:

ROBERTO S. DAQUIL and FERNANDO N. MAGALANG

Editor: Lando T. Guzman

Reviewers: Dr. Orlando E. Manuel, Dr. Fely L. Manuel,Dr. Romeo R. Vicmudo, Merham N. Abelardo, Arnel C. Anonical,

Joel G. Castillo, Marvin A. Mendoza, Lino A. Olit

Illustrator:

Subject Specialists: Albert Erni, James Julius M. Liquigan,Owen S. Milambiling

Management Team: Lolita M. Andrada, Jocelyn DR Andaya,Bella O. Mariñas and Jose D. Tuguinayo Jr.



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Table of Contents

PREPARING STAKEOUT BUILDING LINES

Introduction ....................................................................................................................... 1

Pre/Diagnostic 1............................................................................................................... 1

Information Sheet 1.1 ..................................................................................................... 3

Self-Check 1.1 ................................................................................................................... 4


Self-Check 1.2 ................................................................................................................... 7


Self-Check 1.3 ................................................................................................................... 9

Pre/Diagnostic 2............................................................................................................... 9

Information Sheet 2.1................................................................................................... 10

Self-Check 2.1................................................................................................................. 10

Activity Sheet 2.1 ........................................................................................................... 11

Summative Assessment ................................................................................................ 14



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PREPARING STAKEOUT BUILDING LINES

I. INTRODUCTION

Welcome to the Learners Module in “Carpentry NC II TLE Grade 9” Thismodule contains training materials and activities for you to complete.

The unit of competency “Prepare Stake-out Building Lines”contains theknowledge, skills and attitudes required for a Carpentry NC II TLE Grade 9course.

You are required to go through a series of learning activities in order tocomplete each of the learning outcomes of this module. In each learningoutcome there are Information Sheets and Activity Sheets. Follow theseactivities on your own and answer the Self-Check at the end of each learningactivity.

PREPARE TOOLS, EQUIPMENT AND MATERIALS FOR STAKEOUTBULDING LINES

Identify tools and materials for stakeout building lines

Prepare tools,materials and necessary permit for stakeout buildinglines.

Select appropriate Personal Protective Equipment (PPE)

PRE/DIAGNOSTIC ASSESSMENT

Directions: Match column A with column B. Write your answers on your notebook.

A B

1. Falling objects A. Safety shoes

2. Objects that could puncture the skin B. Hard hat

3. Objects that could roll over the worker’s feet C. Goggles

4. Radiation D. Respirators

5. Toxic chemicals E. Gloves6. Excessive noise F. Ear muff

Content Standard Performance Standard

The learner demonstratesunderstanding in staking out

building lines.

The learner independently preparesmaterials and stake out building lines

in carpentry based on constructionstandards.



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7. A requirement in constructing a building G. Plumb bob

8. It is used to check the verticalness H. Steel square

9. It is used to check squareness I. Claw hammer

10. It is used to drive and pull out nails J. Building permit

INFORMATION SHEET 1.1

TYPES AND USES OF PERSONAL PROTECTIVE EQUIPMENT (PPE)

The use of protective clothing and equipment is not the only solution forpreventing accident.

It is most important to understand that the primary protection againstaccidents is to identify possible hazards and take the necessary safety measures toeliminate the hazard.

When necessary, workers should be provided with protective clothing andother personal protective equipment.

Types of Personal Protective Equipment (PPE)

1. Eye and face protection Goggles and face protection must be worn toprotect workers from flying particles, liquid chemicals, acids, chemical gasesor vapors. Workers must also be protected from radiation during welding,touching, soldering, brazing and other operations that emit light.

2. Head protection Hard hats must be worn where there is danger of fallingobjects. Specialized hard hats are required to reduce electrical shockhazards.

3. Foot protection Safety shoes with impact protection are required in work

areas where heavy objects or tool could be accidentally dropped on the feet.



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Safety shoes with puncture protection are required when working aroundnails, wires, tacks, scrap metal and other objects that could pierce the feet.

4. Hand protection Gloves are required to protect workers from cuts, scrapes,punctures, burns, chemical absorption or extreme temperature

5. Hearing protection Appropriate ear muffs or ear plugs should be worn tolessen the noise in the workplace.

6. Respirators: Appropriate respirators must be worn as a last resort if it is notpossible to ventilate the work area properly.

SELF-CHECK 1.1

TYPES AND USES OF PERSONAL PROTECTIVE EQUIPMENT (PPE)

Directions: Match column A with column B. Write your answers on yournotebooks

A B

1. Falling objects a. Safety shoes

2. Objects that could roll over the worker’s feet b. Hard hats

3. Heat c. Goggles

4. Radiation d. Respirator

5. Toxic chemicals e. Gloves

6. Excessive noise f. Ear muff


TOOLS AND MATERIALS USED FOR STAKING-OUT BUILDING LINES

It is very important to know the names and proper use of each of the varioustools we need in our works. In addition, application on their proper care and

maintenance will give the following advantages: efficiency of the work, qualityspeed, accomplishment, and accuracy.

Tools and Materials

1. Claw hammer is used fordriving and pulling out nails.



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2. Water hose level is used to determinethe horizontal levelness of batter boards,and parts of the building such as beam,

floorings and others.

3. Bar Level or Spirit Level is atool used to test the horizontallevelness of the sufaces of material.It is framed in aluminum or wood.

4. Plumb bob is a cone shaped metal suspended ona string and is used to check the verticalness ofpost or column and other.

5. Nylon string is used to indicate the sidesof the building.

6. Steel square is L-shaped with one arm forming a perfect right angle to the other.It is used to check the squareness of the corner of a particular object.



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7. Ripping/Wrecking bar is used topull out long nails. This may bestraight or gooseneck. It has a nail slot

for pulling out spikes and wedgingapart nailed boards.

8. Pull-push rule is used for layingout measurements. This is a flexiblestrip of metal provided with the scaleof the English and Metric Systems ofmeasurements. It is rolled in a case.

9. Try square looks like the steelsquare and is used to check theflatness and squareness of a smallpiece of stock or lumber.

10. Cross cut saw is used for cutting lumber across the grain of wood.



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11. Bolo is used to cut pegs for stake-out.

12. Sledge hammer is used to drive pegs for stake-out

13. Lumber is a milled or processed piece of wood ready for use.

14. Chalk line is used to mark straight line on a long piece of stock orlumber.

SELF-CHECK 1.2TOOLS AND MATERIALS USED FOR STAKING-OUT BUILDING LINES.

Directions: Identify the tool/material being defined. Write your answers in yournotebook.

1. It is used to drive pegs for stake-out.

2. A cone-shaped metal suspended on a string used to check the verticalness of

post or column and other.3. A tool rolled in a case and is used to layout measurements.



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4. It is bigger than try square and used to check squareness of a wider or biggerobject.

5. It is used to drive and pull out nails.

6. It is used to check the horizontal levelness of the surface material.

7. It is used to cut pieces of lumber across the grain.

8. It is used to indicate the sides of a building.9. It is used to cut pegs for stake-out.

10. It is used to mark straight line on a long piece of stock or lumber.


CONSTRUCTION COMPANY RULES AND REGULATIONS

To avoid problems and unnecessary expenses, make sure that all necessarypermits are secured from local authorities concerned before conducting activities in

the construction site.

1. A type of authorization must be granted by a government or other regulatorybody before the construction of a new or existing building can legally occur.

2. Relocate the boundaries of the construction, especially lots without existingreference point or adjoining structures. This job is to be given to a geodeticengineer.

3.Clear all sites of any existing structures, trees and elements that will obstructthe construction activities. Cutting of trees requires permit from theDepartment of Enervironment and Natural Resources (DENR).

4. Allocate space for warehousing, workers’ quarter and construction office whichare usually requirements in the construction embodied in the specificationcontract.

5. Apply and secure temporary electric power connections and water supply.

6. The site of the construction must be securely fenced to protect the constructionactivities from onlookers and passersby and to also protect the materials frompilferage both from the outside and the inside.

7. Determine the building set back from the road line. Install the stake on theground at a reasonable spacing that will fit into the length of the batter boardavailable.

Types of permit that are necessary to secure before constructing a building.

1. Building permit

2. Electrical permit

3. Sanitary and plumbing permit

4. Zoning clearance

5. Fencing permit

6. Permit to cut trees7. Water installation permit



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8. Excavation and ground preparation permit

9. Enclosure permit

10. Mechanical permit

11. Scaffolding permit

12. Sidewalk construction permit

SELF-CHECK 1.3

CONSTRUCTION COMPANY RULES AND REGULATIONS

Direction: TRUE or FALSE. Write the word TRUE if the statement is correctand write the word FALSE if the statement is wrong.

1. The Department of Environment and Natural Resources issues a permit to cuttrees.

2. The person who has the authority to relocate the bounderies of the costructionwhen there is no existing reference point is the geodetic engineer.

3. Determining the building set back from the road line is not necessary.

4. The site of the construction must be securely fenced to protect the constructionactivities.

5. Allocating a space for warehousing, workers’ quarter and construction office is

not usually required in the construction.

STAKE OUT AND SET BATTER BOARDS

Set out stakes from pre-determined building lines

Measure, lay-out and cut batter board according to specification

Set stakes at 0.75 – 1.00 meter away from the pre-determined buildinglines

Secure batter boards with tolerance for dimensions at +/- 5mm, andlevelness of +/- 3mm.

Use PPE according to job requirements

PRE/DIAGNOSTIC ASSESSMENT 2

Directions: Multiple choice: Choose the letter of the correct answer.

1. A horizontal board placed when laying out a building.a. Facia board b. Batter board c. Panel board d. None

2. What is the distance between the stakes in laying out a building?

a. 2 feet b. 3 feet c. 4 feet d. 5 feet



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3. When constructing a different height of foundation, how do you set theheight of the batter board?

a. according to the height of shortest foundationb. according to the average height of the foundation.c. according to the height of the tallest foundation.

d. both A and C

4. The term used to mark stake for the batter board?a. grade stake b. level stake c. stake d. All of these

5. Where do you start leveling for the batter boards?a. center stake b. Between the corner and center stakec. corner stake d. Both A and C

INFORMATION SHEET 2.1 TYPES OF BATTER BOARD

Batter boards are the horizontal boards placed at the corner and at the sidesof the projected building when final layout takes place. The reference for thefoundation is marked on these boards.

Two Types of Batter Boards

1. Batter boards for foundation posts may be either joined by continuous

pieces surrounding the site of foundation or by individual piece for eachfoundation.

2. Batter boards for the foundation walls are either single or double batterboards which are placed at corner.

The batter boards should be set as high as the desired height of the foundation. Inconstructing with different heights of foundation, the tallest foundation is set asthe height of batter boards.



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SELF-CHECK 2.1

TYPES OF BATTER BOARDS

Answer Briefly: Write your answers in your notebook.

1. What do you call the horizontal boards that are placed when laying out abuilding?

2. The term is used to mark a stake for the batter board?

3-4.What are the two types of batter boards?

5. When constructing a different height of foundation, how do you set the

height of the batter board?

ACTIVITY SHEET 2.1

PROCEDURE IN SETTING BATTER BOARD

Procedure:

1. Determine the height of the foundation at any of the four corners of theproposed building. Set the stakes at 0.75 to 1 m away from the pre-determinedbuilding lines, preferably where the grade stake is.

Fig.1 Determining the height of the foundation.

2. In this corner, drive a stake as high as the desired height of the foundation.

Fig.2 Putting up the stake for foundation

3. Drive in set of posts for the batter boards 3 feet away from the corners andalong the sides. Drive in the posts firmly. Align these posts with a string.



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Fig.3 Set of post for the batter boards and the distance of the string on it .

4. Move the height of the foundation from the stakes to the corner post of the

batter board. This is done by stretching a string, leveled with spirit level or levelbar from the stake to the post.

Fig.4 Transferring the height of the foundation from the stake to the corner post.

5. From the mark of this post, stretch out a string going around the corners of thebuilding and passing at the side of the batter board posts.

6. Level this string with a spirit level or level bar. Stretch the string tight. Startleveling from the corner stake where the height of the foundation is established.

Recheck the levelness.

Fig.5-6 Transferring the height of the foundation from the corner post to all batter board post aroud the building layout.



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7. Mark batter board posts along the line just leveled. These marks are placesfor the top of the batter boards.

8. Nail the batter boards in place, the straight side up and at the marks of theposts.

Fig. 7 A Batter board

Assessment Criteria:

1. Batter boards are set away from the building line excavation.2. Batter boards are properly secured with tolerance for dimension at

+ 5mm, and levelness of + 3mm.3. Unexpected situations are responded to in line with company rules

and regulations.4. Housekeeping is performed according to safety regulation.

Rubrics in Assessing the Performance/Output

Operation: Procedure in setting batter boards

Criteria Percentage 5 4 3 2 1 Average

1.Proper handling of tools andequipment.

20%

2.Accuracy of measurement. 25%

3. Skills and Knowledge on work. 25%

4. Safety 15%

5. Work ethics 15%

Total 100%

Criteria 5 4 3 2 1

Properhandling oftools and

equipment.

All tools wereproperly used.

1-2 tools wereimproperly

used.

3-4 tools wereimproperly used

Almost all of thetools were

improperly used

No attempt towork or

incompletework

performance.

Accuracy ofmeasurement.

100% of batterboards areproperly set

with tolerancefor dimensionof +5mm, andlevelness of

+ 3mm.



+ 3mm.


with tolerancefor dimension of

+5mm, andlevelness of

+ 3mm.




+ 3mm.


incompletework

performance.



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Skills andKnowledge on

work.

Learnersperform theprocedure

completely andindependently.


completely withonly 1 helpfrom theteacher.


completely with2 help from the

teacher.

Learnersattempted to

work but werenot able to

finish the job.

No attempt towork.

Safety

Learners usedcomplete PPEaccording to

jobrequirements.

Learners didnot use 1 ofthe required

PPE.

Learners did notuse 2 of the

required PPE.

Learners did notuse 3 of the

required PPE.

All of therequired PPEwere not usedduring work.

Work ethics

Learnersfinished the job

completelywithout

destruction/damage.

Learnersfinished the jobcompletely with

1-3destruction/

damage.

Learnersfinished the jobcompletely with4-6 destruction/

damage.


damage.

Learnersattempted to

do the job butnot completely

finished.

SUMMATIVE ASSESSMENT

Multiple choice: Choose the letter of the correct answer.

1. A type of authorization that must be granted by a government or other regulatorybody before the construction of a new or existing building can legally occur.

a. Fencing permit b. Building permitc. Construction materials d. Tools and equipment needed

2. A personal protective equipment worn to lessen the noise in theworkplace.

a. Hearing protection b. Respiratorsc. Foot protection d. Eyes and face protection

3. These must be worn as a last resort if it is not possible to ventilate the work areaproperly.

a. Hearing protection b. Respiratorsc. Foot protection d. Eyes and face protection

4. A tool used to test the horizontal levelness of the sufaces of material.a. Plumb bob b. Nylon Stringc. Spirit level or level bar d. Steel square

5. This is used to indicate the sides of the building.a. Plumb bob b. Nylon Stringc. Spirit level or level bar d. Steel square

Identification: Answer the following statement.

6 What do you call the horizontal boards placed at the corners and at the sides of

the projected building when final layout takes place?

7. It is a flexible strip of metal provided with the scale and used for laying out

measurement.

8. This protection is worn to protect the worker from radiation.

9. What do you call to marked stake for the batter board?

10. Where do you start leveling for the batter boards?



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Fill in the blanks: Supply the blanks with the correct word or group of words tocomplete the sentence.

PROCEDURE IN SETTING BATTER BOARD

A. Determine the 11 at any of the four corners of the proposed building,

Set the stakes at 0.75 to 1m away from the pre-determined building lines,

preferably where the grade stake is.

B. On one of the corners, drive a 12 as a high as the desired height of the

foundation.

C. Drive in set of posts for the 13 3 feet away from the corners and along the

sides. Drive in the posts firmly. Align these posts with a 14 .

D. Move the height of the foundation from the stakes to the 15 of the

batter board. This is done by stretching a string, leveled with spirit level or level

bar from the stake to the post.

E. From the mark of this post, 16 a string going around the corners of

the building and passing at the side of the batter board posts.

F. Level this string with a 17 . Stretch the string tight. Start 18

from the corner stake where the height of the foundation is established. Re-

check the levelness.

G. 19 batter board posts along the line just leveled. These marks areplaces for the top of the batter boards.

H. 20 the batter boards in place, the straight side up and at the

marks of the posts.

Performance Test: Execute the Procedure in Setting Batter Boards.

Note: Students are grouped with a minimum of 2 and a maximum of 5persons in each group.

Assessment Criteria:

1. Batter boards are set away from the building line excavation.

2. Batter boards are properly secured with tolerance for dimension at

+ 5mm, and levelness of + 3mm.

3. Unexpected situations are responded to in line with company rules

and regulations.

4. Housekeeping is performed according to safety regulations.



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Rubrics in Assessing the Performance/Output

Operation: Procedure in Setting Batter Boards

Criteria Percentage 10 8 6 4 2 Average

1.Proper handling of tools andequipment.

20%

2. Accuracy of measurement. 25%

3. Skills and Knowledge onwork.

25%

4. Safety 15%

5. Work ethics 15%

Total 100%

Criteria 5 4 3 2 1

Properhandling oftools and

equipment.

All tools areproperly

handled andused.

1-2 tools areimproperly

handled and notproperly used.

3-4 tools areimproperly


Most of the toolsare improperly



Incompletework

performance

Accuracy ofmeasureme

nt.



+ 3mm.




+ 3mm.

50% of batterboards are

properly set withtolerance fordimension of+5mm, andlevelness of

+ 3mm.




+ 3mm.


Incompletework

performance

Skills andKnowledgeon work.

Learnersperform the

procedurecompletely andindependently.

Learnersperform the

procedurecompletely withminimal help

from theteacher.

Learners performthe procedure

completely withmore help from

the teacher.

Learners willattempt to work

but they will notfinish the job.

Learners didnot attempt to

do the job.

Safety

Learners willuse completePPE according

to jobrequirements.

1 of the requiredPPE is not used

during work.

2 of the requiredPPE are not used

during work.

3 of the requiredPPE are notused during

work.

All of therequired PPEare not usedduring work.

Work ethics

Learnersfinished the

job completelywithout

destruction/damage.


damage.

Learners finishedthe job completely

with 4-6destruction/

damage.


damage.

Learnersattempted to dothe job but not

completely

finished.

Documents

Ia - Carpentry - Preparing Stakeout Building Lines